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That's basically the same rule we have. It also depends on the class (is it all lecture, or lecture/lab mix), and other factors, that we discuss ahead of time.Interpretrator said:Even at the community colleges where I have interpreted, we are instructed to wait 10-15 minutes PER HOUR of class, so for a 4.5 hour class we would wait between 45 minutes and an hour or so. Maybe that terp misssed the "per hour" part of the instructions!
True; I also do that for informal chat. Sometimes the Deaf student just wants a "summary" of the topic, and then decides whether or not to join in.As far as interpreting "extraneous" information, like gossiping and so forth, what I usually do is ask the deaf person if he is interested. That way if he doesn't care, I don't have to interpret it, and if he does, he gets to be involved.
That reminds me of one Deaf consumer (not a student) that was just the opposite. That person wanted to know EVERYTHING, that EVERYONE in the room said, at ALL times. It was crazy! It was a workplace situation, in a large cafeteria room, during a general employee meeting. Between "official" speakers, there was "socializing" time, so people were chatting in small informal groups throughout the room. That person would ask me, "What are they talking about?" referring to a group at the opposite side of the room (about 50 feet away, in a noisey cafeteria). I told the person that I don't know what they're saying because I can't hear them. The Deaf person gave me a look that indicated doubt about my answer. The Deaf person could clearly see their lips moving, so obviously they were speaking. So, the person asked me again, "What are they saying?" I said that I can't tell what they're saying from this side of the room. I can't hear them. The Deaf person looked at me with a scowl and said, "What's wrong? Are you hard-of-hearing?" I said no, I'm not hard of hearing; they are too far away for me to hear. Finally, the Deaf person looked at me in a disgusted way, and gave up. (This person didn't want to walk over to join the group; just wanted to "listen in" from a distance.) Apparently, anything within view is also within hearing (in that person's mind).This may sound lazy but the reason I started doing this is because I used to interpret EV-ER-Y-THING I heard, and I noticed the deaf person trying to be polite and pay attention but was obviously not interested.
Absolutely! Some students want to see the names just on the first day of school, to get a "feel" for who's there. In that situation, I spell the name and point to the student. Some just want a first letter "cue" for each name so they know when their name's coming up. (Some instructors have quit trying to pronounce names, and they just pass around a roll sheet to be signed during class.)Roll call in class is a good example. Some students want to see all the names spelled out. Others give me the "are you crazy?" look when I ask if they want to see it. So I'd rather save my hand if they don't care!
For sure! I have to physically remove myself from the room, depending on the length of break. If it is short, I go to the restroom (a necessity anyway). If it is longer, I go out to my car (home-away-from-home).A related wishlist thing, which can be kind of touchy, is breaks. Although I like to socialize as much as possible, I really need my breaks!
I have some students who prefer to socialize with other students rather than an old fogey terp anyway. There is especially one young man who does quite well with "the ladies" thru note writing, and I know he doesn't want a third-wheel present.
If a Deaf student or one of their friends specifically requests my presence and interpreting during a break or after class, then of course, I'll stay.